Four-part typology of adult learning based on knowledge structure and primary agency¶
Theory · All theories
Evidence · no claims cited
Description¶
The paper proposes a typology distinguishing four basic types of learning along two axes: whether the knowledge structure is pre-established or situational, and whether primary agency lies with teachers or learners. These yield formal schooling, non-formal (further) education, informal education/training, and self-directed or collective informal learning. The author defines informal learning as "any activity involving the pursuit of understanding, knowledge or skill which occurs without the presence of externally imposed curricular criteria." The typology is used to organize the paper's review of empirical research and to diagnose conceptual confusion in prior studies that conflated these types.
Design Implications¶
Context¶
Requirements¶
- Distinguishing the types requires attending to degree of directive control of learning and whether a curriculum is pre-established
Constraints¶
- The author acknowledges that drawing boundaries between the four types can be very difficult, as theories and practice constantly interact and apprenticeships contain elements of all four types
Target Learners¶
- adults
Target Learning Objectives¶
- understanding the organization and control structure of different forms of adult learning
Claims¶
Related Theories¶
- Three-axis typology of open educational practices
- An anatomy of autonomy in early literacy learning distinguishing autonomy of outcome from autonomy in the learning process
- Coombs' three-category typology of formal, informal and non-formal education, with informal learning as an overarching concept including incidental learning
Examples¶
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Key Sources¶
- Livingstone, D.W. (2001). Adults' Informal Learning: Definitions, Findings, Gaps, and Future Research. NALL Working Paper #21. http://www.oise.utoronto.ca/depts/sese/csew/nall/res/21adultsifnormallearning.htm
Page metadata
| Field | Value |
|---|---|
type |
theory |
title |
Four-part typology of adult learning based on knowledge structure and primary agency |
description |
The paper proposes a typology distinguishing four basic types of learning along two axes: whether the knowledge structure is pre-established or situational, and whether primary agency lies with teachers or learners. |
status |
review |
canonical |
True |
generated |
by claude/unspecified on 2026-09-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — livingstone-2001 |
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